How this tool changes learning in a way that isn't possible without technology
Students will be very unfamiliar with the words we are using in this unit unless they have a food allergy/intolerance themselves. Students will go through the Quizlet flashcards (uploaded to Google Classroom) to explore new words and topics we will learn in this unit.
Students can take their definitions with them where ever they go because Quizlet can be used on their personal devices also. There is an app called Flashcards Delux that lets you download your Quizlet cards so students who do not have internet access can still access their on-line flashcards.
Students will create a Pinterest board for allergen free recipes. They must have at least 3 recipes for each of the "Big 8" (Gluten/Wheat, Eggs, Dairy, Peanuts, Treenuts, Soy, Fish, Shellfish) The recipes can be combination recipes, example: Gluten AND Egg free. The purpose of this activity is to show students that it is easy to find recipes, but sanitation practices are important also.
Students are eager to learn and cook for each other. Allergy cook books are very prevalent but sometimes expensive. I do not want to loan mine out to students and students will not always ask. Now students can keep their own recipes in an organized fashion and will not have a lot of papers lying around or files going missing like when I would do this lesson and the students would have to write out all the recipes. Students can also add others to their boards so they can collaborate and share with one another. They can also send each other pins so if a student was having a hard time finding recipe for a particular allergy I could just send him or her a recipe to help them see what they need to to. I could also send the whole class pins of information.
Students must create a SMORE poster of their assigned allergen. They will have to give historical information about the allergy or intolerance provided to them by the teacher. This is an excellent time to scaffold and give students tasks and topics that challenge them individually. The students must include the following things in their SMORE 1. A person who made significant contributions in the field of this particular item. 2. Symptoms and signs of an allergic reaction 3. Foods to avoid 4. What to do if you or someone you are near is having an allergic reaction.
Students can embed photographs and other GIF, JPEG, and TIF files. They can use their own photographs or use stock photographs. This lesson teaches about digital citizen ship but also the diversity of a single tool. Students could not make a poster that looks this professional with no specialized training or classroom software without technology.
Students will choose a group to poll, they must have parameters and poll at least 20 people about each of the "big 8" allergens. For example students can poll family members to see if there is a specific allergy in their family. They can poll their English class to see if there are any allergies, they can even poll their church members to see if there are any allergies. I polled the Culinary Arts I students.
Students can poll each other and integrate science easily. This too has so many customization options that it can really let students make it their own. The students also will have to use some coding and programming knowledge as you can add your own fonts via html code and you have to know the color codes to change the colors. It would be easy to make this by hand on a piece of paper but it would take an entire class period. I made this one in 3 minutes and it can be shared and embedded to a website or a document in a variety of ways. It can also be shared to social media so that students can show their work off and teachers can easily prove they are integrating math and science in to their classrooms.
Students are going to team up to create a quiz for their fellow students. I want them to first create a mind map or an organizational tool that shows me the questions and answers. They must have questions in the following categories. 1. Definitions 2. Examples 3. Safety 4. Sanitation 5. Response
Students can save their outlines and charts to one simple location and not lose them in their lockers. Students also can customize their charts and try different colors, fonts and shapes. If they were doing that paper and pencil they would have to start completely over from scratch or do a lot of planning. If students want to add their own creativity or even go the extra mile, they can do so in a very imaginative way. Students could not be integrating their classroom technology or creating a flow chart of ideas on the same piece of 9 X 11 construction paper. One would have to wait until the other is finished and then add their pieces later. This can all be done at one time in a more authentically collaborative way.
Students are still in their pairs ( paired by assigned allergen) They must use their Chromebooks to create a Google Form and share it with me (editing). I will proof the form and then send it back for corrections. Corrections must be made within 24 hours. Then I will put the forms on the Google Classroom and they will have to take the quizes
.*I do not know where the cell went or how to get it back so here is my justification for how it changes the learning.
Another way to help students reiew is to allow them to make their own test questions. By having the teacher review them you are allowing students to make corrections ahead of time and see the information again. Students could do this paper and pencil but it takes a lot of time to review and hand back, as well as how do you make the test? Teacher retype it? Cut the questions apart and tape them? This is simpler for teacher and fun for students and gives students some ownership in their learning. I personally am more concerned with the students' ability to actually avoid cross contamination and cross contact than be able to answer questions about it. This quiz/test activity is really to help students review for the actual test which is cooking and cleaning up well without possibly contaminating other food or ingredients.
Google Form
(online quiz)
My unit design
This unit is called "Discovering Food Allergies" and is an introductory unit for students in Nutrition and Wellness class.
Day 1: Notes and vocabulary - students will make Quizlet flashcards and share them with me. I will compile the list into one large Quizlet and embed into the classroom website so students can study them.
Day 2: Polling - Students will choose what their demographic or parameters will be and it must be approved by myself. The poll should be over what kinds of allergies people in the demographic have. I will use my Culinary Arts I students as the examples. I will give the students some basic data and they will use Online Charts to make a practice chart so they know how to use the tool. This will be due the end of the week.
Day 3: Students are given an allergy - they must make a SMORE online poster about their allergy. The allergies will be put on the classroom website so that they become reference materials for the rest of the unit. Students must include the websites of all information and images. We will discuss good digital citizen ship as well as other applications for SMORE's in class.
Day 4: Students finish SMORES, I will give feedback for editing, grammar and punctuation.
Day 5: Students will make a board on their school Pinterest account titled "Food Allergen recipes" This must be a shared board with myself. They will each pin a minimum of 3 pins per "big 8" food allergens. If a recipe is both dairy and egg free it can count as a recipe for each. It is important to walk around the room during this lesson as proximity will be necessary to keep students moving and not get sidetracked by all the Pinterest things.
Day 6: Students present their polls. Classroom discussion on the trends that we find (SCIENCE and MATH integration) Trends I anticipate they will find - Some allergies are found in young children more than older generations, some allergies show up later in life, some allergies are actually an intollerance. Some allergies are really common in specific groups. We will talk about why certain groups may have a higher prevelence of alelrgies.
Day 7 - Students are in teams to create a quiz. Students must first brainstorm using Lucid Chart. Which they have used in English so we do not need to revisit the how to's of it. Students are with a partner and must create questions for quiz for tomorrow.
Day 8 - Quiz creation day. Students are familiar with Google Forms as we use Chromebooks in class. They will be in partners and will create a quiz, share said quiz with me and I will make suggestions. The quizzes need to be done by the end of class. The students will have 24 hours to make the changes suggested by me or I will make them and dock their grade.
Day 9 - Review with teacher and use Quizlet card set.
Day 10 - Test using multiple Google Forms. All on the school website, students must take their own quiz also. Any student with a 50% or lower must retake the quiz that they got 50% or lower on.
(Flashcards)
(Organizing)
(storytelling)
(Graph and Chart)
(Mapping Tool)
.*I do not know where the cell went or how to get it back so here is my justification for how it changes the learning.
Another way to help students reiew is to allow them to make their own test questions. By having the teacher review them you are allowing students to make corrections ahead of time and see the information again. Students could do this paper and pencil but it takes a lot of time to review and hand back, as well as how do you make the test? Teacher retype it? Cut the questions apart and tape them? This is simpler for teacher and fun for students and gives students some ownership in their learning. I personally am more concerned with the students' ability to actually avoid cross contamination and cross contact than be able to answer questions about it. This quiz/test activity is really to help students review for the actual test which is cooking and cleaning up well without possibly contaminating other food or ingredients.
(online quiz)
This unit is called "Discovering Food Allergies" and is an introductory unit for students in Nutrition and Wellness class.
Day 1: Notes and vocabulary - students will make Quizlet flashcards and share them with me. I will compile the list into one large Quizlet and embed into the classroom website so students can study them.
Day 2: Polling - Students will choose what their demographic or parameters will be and it must be approved by myself. The poll should be over what kinds of allergies people in the demographic have. I will use my Culinary Arts I students as the examples. I will give the students some basic data and they will use Online Charts to make a practice chart so they know how to use the tool. This will be due the end of the week.
Day 3: Students are given an allergy - they must make a SMORE online poster about their allergy. The allergies will be put on the classroom website so that they become reference materials for the rest of the unit. Students must include the websites of all information and images. We will discuss good digital citizen ship as well as other applications for SMORE's in class.
Day 4: Students finish SMORES, I will give feedback for editing, grammar and punctuation.
Day 5: Students will make a board on their school Pinterest account titled "Food Allergen recipes" This must be a shared board with myself. They will each pin a minimum of 3 pins per "big 8" food allergens. If a recipe is both dairy and egg free it can count as a recipe for each. It is important to walk around the room during this lesson as proximity will be necessary to keep students moving and not get sidetracked by all the Pinterest things.
Day 6: Students present their polls. Classroom discussion on the trends that we find (SCIENCE and MATH integration) Trends I anticipate they will find - Some allergies are found in young children more than older generations, some allergies show up later in life, some allergies are actually an intollerance. Some allergies are really common in specific groups. We will talk about why certain groups may have a higher prevelence of alelrgies.
Day 7 - Students are in teams to create a quiz. Students must first brainstorm using Lucid Chart. Which they have used in English so we do not need to revisit the how to's of it. Students are with a partner and must create questions for quiz for tomorrow.
Day 8 - Quiz creation day. Students are familiar with Google Forms as we use Chromebooks in class. They will be in partners and will create a quiz, share said quiz with me and I will make suggestions. The quizzes need to be done by the end of class. The students will have 24 hours to make the changes suggested by me or I will make them and dock their grade.
Day 9 - Review with teacher and use Quizlet card set.
Day 10 - Test using multiple Google Forms. All on the school website, students must take their own quiz also. Any student with a 50% or lower must retake the quiz that they got 50% or lower on.